Table 1 Components in evaluation of each element of CIPP framework
Type of Evaluation | Questions asked | Methods |
|---|---|---|
Context | Is there a need to develop a program? | - Literature review |
What are the educational needs of general practitioners? | - Needs assessment survey conducted | |
What resources are required for content development, administration of program and funding? | - Identification of existing resources - Family Medicine Faculty - Funding from University | |
Input | How appropriate is the content for an LMIC*, especially Pakistan? Does it cover the core material of national and international programs? | - Review of curricula of existing Family Medicine post-graduate training programs - Consensus of faculty using Delphi method |
What eeducational strategies are used for optimal content delivery? | - Training of faculty by Blended and Digital Learning network team - Use of synchronous, asynchronous, and face-to-face components - Multimedia team | |
How user friendly is the program in the virtual learning environment? | - Learning management system team (LMS) | |
What is the accreditation process for continuing professional development? | - Department of Continuous Professional Education evaluates for ACCME credit hours | |
How will the program be most accessible to GPs? | - Modular curriculum - Curricular content available for asynchronous learning - Synchronous sessions scheduled on weekends | |
Process | Are we inducting the right participants? | - Broad reach through University’s online recruitment platforms - Demographics of participants |
To what extent the program was carried out as planned? | - Participants’ feedback at the end of each module, onsite clinical skills session and Task Oriented Assessment of Clinical Skills (TOACS). | |
Program adherence and program attrition | - Ongoing monitoring of participation and completion of activities. - Reminders sent to inactive participants. | |
Product | To what extent did the program achieve the original objectives? | - Knowledge acquisition through pre and post module tests - Perceived confidence in clinical skills through feedback after onsite clinical skills session - Competence in knowledge and clinical skills through TOACS exam. |
What is the ooverall impression and impact of the program? Is the program sustainable? | - End of program survey - Participant Focus Group Discussion (FGDs) - FGD with the Faculty - Financial feasibility work plan |